The Coopers' Company and Coborn School A GSG School
- The Coopers' Company and Coborn School
St Mary's Lane
Upminster
Essex
RM14 3HS - Head: Ms Sue Hay
- T 01708 250500
- F 01708 226109
- E info@cooperscoborn.org.uk
- W www.cooperscoborn.org.uk/
- A state school for boys and girls aged from 11 to 18.
- Boarding: No
- Local authority: Havering
- Pupils: 1,566; sixth formers: 520
- Religion: Christian
- Open days: Year 7: September; Sixth Form: November
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Good 1
- Effectiveness of leadership and management Good 2
- 1 Short inspection 22nd September 2022
- 2 Full inspection 13th March 2013
Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
Situated a good distance from the main road amid 25 acres of greenery, and home to a pond visited by ducks and geese, this school has no shortage of space and indeed great facilities and teachers, excelling in almost every subject. Coupled with its caring and supportive culture, it’s no wonder the school is seen to be responsible for soaring house prices in the area. Don’t expect the school day to finish when the final bell goes, however, with students expected…
What the school says...
The Coopers' Company and Coborn School in Upminster is a dynamic, co-educational School for about 1384 pupils. Our mission is to produce confident and well-rounded individuals who, within a supportive and friendly community, have developed their potential academically, culturally and socially and are empowered to become positive and effective citizens within the 21st Century world, with the character to live out the principle of 'Love As Brethren'. ...Read more
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Curricula
Cambridge Pre-U - an alternative to A levels, with all exams at the end of the two-year course.
What The Good Schools Guide says
Headteacher
Since March 2019, Sue Hay. A historian, she joined the school in 2013 as deputy head. Previous posts include head of history and assistant head at Greenford High and assistant head at Broadland High.
Entrance
Unusually large number of feeder schools (around 100). Admissions rules and catchment area complicated due to the school’s historic links to east London and wish to preserve the principles of the Coopers’ Company and Coborn Educational Foundation.
Over 1,000 applications for just 180 places and a fair number go to appeal. Ten sport and nine music places, which hundreds apply for. All other applicants must be actively connected to one of the main world faiths. Some places for children of staff and former students; others by promixity; others to those who live in specific areas including Havering,...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
The Coopers’ Company and Coborn School has relatively few students with Special Educational Needs, however, students with specific learning difficulties are well catered for within the requirements of the SEN Code of Practice. Some in class support can be provided if appropriate, and Individual Education Plans support the progress of students with learning difficulties. The students are closely monitored by the SENCO and other pastoral staff. We currently employ three Learning Support Assistants who provide in class support, as well as a Special Needs Assistant, and we offer an after school support club to ensure that homework is recorded properly and to give SEN students the chance to make a start on homework. We do not currently have an in school referral unit. All students are expected to undertake the full curriculum at Coopers Coborn, with differentiation and support from staff to support inclusion. 09-09
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder
Might cover/be referred to as;
ASD - Autistic Spectrum Disorder, Aspergers, Autism, High functioning autism, Neurodivergent, Neurodiversity, Pathological Demand Avoidance (PDA), PDA , Social skills, Sensory processing disorder |
Y |
| HI - Hearing Impairment
Might cover/be referred to as;
Hearing Impairment, HI - Hearing Impairment |
|
| MLD - Moderate Learning Difficulty
Might cover/be referred to as;
Learning needs, MLD - Moderate Learning Difficulty |
|
| MSI - Multi-Sensory Impairment
Might cover/be referred to as;
MSI - Multi-Sensory Impairment, Sensory processing |
|
| OTH - Other Difficulty/Disability
Might cover/be referred to as;
Downs Syndrome, Epilepsy, Genetic , OTH - Other Difficulty/Disability, Tics, Tourettes |
|
| PD - Physical Disability
Might cover/be referred to as;
PD - Physical Disability |
|
| PMLD - Profound and Multiple Learning Difficulty
Might cover/be referred to as;
Complex needs, Global delay, Global developmental delay, PMLD - Profound and Multiple Learning Difficulty |
|
| SEMH - Social, Emotional and Mental Health
Might cover/be referred to as;
Anxiety , Complex needs, Emotionally based school avoidance (EBSA), Mental Health, SEMH - Social, Emotional and Mental Health, Trauma |
|
| SLCN - Speech, Language and Communication
Might cover/be referred to as;
DLD - Developmental Language Disorder, Selective mutism, SLCN - Speech, Language and Communication |
|
| SLD - Severe Learning Difficulty
Might cover/be referred to as;
Complex needs, SLD - Severe Learning Difficulty, Cerebral Palsy (CP) |
|
| SpLD - Specific Learning Difficulty
Might cover/be referred to as;
ADHD, Attention Deficit Hyperactivity Disorder (ADHD), Auditory Processing, DCD, Developmental Co-ordination Difficulties (DCD), Dyscalculia, Dysgraphia, Dyslexia, Dyspraxia, Handwriting, Other specific learning difficulty, SpLD - Specific Learning Difficulty, Oppositional Defiant Disorder (ODD) |
Y |
| VI - Visual Impairment
Might cover/be referred to as;
Special facilities for Visually Impaired, VI - Visual Impairment |
Interpreting catchment maps
The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.
Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.
For help and explanation of our catchment maps see: Catchment maps explained
Further reading
If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.
Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.
Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.
*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.
The 'hotter' the colour the more children have been admitted.
Children get into the school from here:
regularly
most years
quite often
infrequently
sometimes, but not in this year
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